Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver AVIM5003A, 'Conduct flight training'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct flight training' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1Plan flight training | 1.1 Trainee's records are reviewed, including confirmation of appropriate pre-requisite training and performance 1.2 Training objectives based on performance/assessment are identified in accordance with workplace procedures 1.3 An appropriate lesson plan is developed and/or reviewed, including remedial training if required 1.4 Potential threats and errors are identified, including those associated with simulation of abnormal or emergency procedures or aircraft mishandling by trainee, and suitable countermeasures are planned 1.5 Availability of suitable flight training resources is confirmed 1.6 Suitability of environmental conditions is determined |
2Conduct pre-flight briefing | 2.1 Trainee's mental and physical preparation for flight training is confirmed 2.2 Trainee's underpinning knowledge required for the flight exercise is checked 2.3 Trainee is briefed on the training objectives, performance/assessment criteria and the actions required during the flight 2.4 Trainee is briefed on how the flight will be conducted to meet the training objectives 2.5 Threat and Error Management issues applicable to the proposed flight are discussed and trainee's responsibility for managing relevant Threat and Error Management issues (airmanship) is confirmed 2.6 Trainee's understanding of the training objectives, underpinning knowledge, handling techniques and planned flight scenario is confirmed |
3Conduct airborne training | 3.1 Hand-over/take-over procedures for control of aircraft are implemented 3.2 Complex tasks are introduced in manageable segments 3.3 Segmented tasks are integrated progressively in accordance with established workplace procedures 3.4 Instructions are provided in a clear, concise and timely manner 3.5 Coordinated control inputs are made using accepted techniques 3.6 Manoeuvres are performed to specified standards utilising appropriate instructional techniques 3.7 Trainee is provided with sufficient practice 3.8 Interventions are made where appropriate to assist trainee's progress or to maintain flight safety 3.9 Trainee's cognitive load is assessed, monitored and managed |
4Manage trainee performance | 4.1 Trainee's strengths and development needs are identified 4.2 Feedback is provided to assist trainee in achieving the required standard 4.3 Additional instruction and demonstration as necessary to assist trainee is provided and is varied accordingly 4.4 Trainee is encouraged to develop self-assessment skills 4.5 Trainee's aviation skills are developed 4.6 Training events are recorded for debriefing and assessment where required |
5Manage the flight | 5.1 Responsibilities as Pilot-in-command (PIC) are managed for the safe operation of the aircraft 5.2 Situational awareness is maintained while providing instruction 5.3 Threats and errors are identified and managed 5.4 Intervention to recover the aircraft is applied if an undesired aircraft state is not managed by trainee 5.5 Crew Resource Management (CRM) principles are applied |
6Conduct post-flight actions | 6.1 Trainee's achievement against the training objectives for the lesson and associated performance criteria is assessed 6.2 Significant details of trainee's performance are clearly and accurately debriefed 6.3 Threat and Error Management issues encountered during the flight are discussed 6.4 Trainee is briefed on the details of the next training event 6.5 Results for the flight are recorded and post-flight administration is completed in accordance with workplace procedures 6.6 Relevant staff are kept informed about trainee's progress |
7Review training | 7.1 Training effectiveness is evaluated with relevant stakeholders 7.2 Final session outcomes are evaluated against desired session outcomes 7.3 Review and reflection on instructional performance is conducted 7.4 Adjustments to delivery, presentation and content of training are identified and incorporated where appropriate |